-1RESPONSE FROM THE NATIONAL UNION OF
TEACHERS TO THE DEPARTMENT FOR
EDUCATION’S REFORMED GCSE SUBJECT
CONTENT CONSULTATION
JULY 2013
Introduction
1. The National Union of Teachers (NUT) has made a detailed response to the Ofqual
GCSE consultation in parallel with its response to the DfE consultation.
2. The NUT considers it inappropriate that such a significant consultation has a very
limited period for response and, in particular, that it was launched during the summer
examination period and will close during the school summer holidays. This will
greatly restrict the ability of the teaching profession to engage fully with the
proposals. The engagement of teachers themselves in qualification reform should
be considered a prerequisite and the support of teachers for reform should be
considered essential to the success of new or revised qualifications.
3. The NUT has serious reservations about the direction of the reforms, in particular the
presumption towards linear courses assessed mainly or solely through external
examination, and with the removal of tiered papers.
4. The NUT’s reservations are exacerbated by the fact that both Wales and Northern
Ireland intend to retain GCSEs, but seem unwilling to adopt the same proposals
which the DfE has outlined for England. This will lead to a confusing qualifications
structure across Great Britain and Northern Ireland whereby qualifications which may
have the same title are not of the same standard or design, and may differ in their
content, assessment and grading.
5. The NUT is concerned also at the pace of reform. Changes to qualifications should
have the appropriate lead in times for schools and teachers to prepare. They should
also be properly trialled and evaluated to ensure that candidates are not
disadvantaged and to deal with any design problems inherent in the exam. The
grading controversies for GCSE in Summer 2012 and for the first examination of A2
papers in 2002 demonstrate the problems which can occur from rushed qualification
change, and the way in which confidence in exams can be eroded. Both of these
occurrences contrast with the original introduction of GCSE in the 1980s which
allowed time for preparation and where the teaching profession itself was engaged
with and supportive of the reforms.
6. The introduction of new GCSEs also comes at a time when secondary schools are
expected to deal with A level reform and the introduction of a new National
Curriculum. The NUT believes that reform would be better introduced with a
developing programme, for example the introduction of a new National Curriculum
first, followed by qualifications reform at key stage 4 and then post 16 at a later stage
once changes have been allowed time to ‘bed in’.
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-27. The NUT agrees with the DfE that one strength of existing GCSEs is the concept of
‘an almost universal qualification’ and that this intention should be retained in any
GCSE reform programme. The NUT is concerned, however, that the proposals as
outlined will do little to support the achievement of the group of learners who are
likely to attain at current GCSE grades D-G. While the NUT supports the concept of
qualifications which are rewarding and sufficiently demanding for the highest
attainers, it is vital that the achievement of all learners is recognised, that all learners
have appropriate progression routes to further study, and that qualifications awards
are understood by employers, learners themselves, and the general public as well as
by education and training providers.
8. The NUT believes that all teachers should have access to high quality training and
professional development to support them in the teaching of new specifications.
9. The NUT is concerned that the recruitment and retention of markers is already
problematic, and that a return to all examinations being held in the summer at the
end of 2 year courses for all candidates could place pressure on the marking system.
It is vital that there is a strategy for the recruitment and retention of markers, for their
training, and for the quality assurance of marking structures to be in place as a
prerequisite for the kind of changes to the examination system which the DfE
proposes.
10. If tiering is no longer to be available in most examinations, there needs to be
consideration of how to ensure students who might previously done the Foundation
level examination can access examinations, without disadvantaging the most able
candidates.
11. If subjects are to be assessed solely through examination, the NUT believes that
there may be negative implications for those students who wish to continue their
studies in certain subjects to A level and beyond, not least terms of demonstrating
independent learning and study skills or the ability to engage in and receive
recognition for more individual project work, which both higher education institutions
and employers value and wish to encourage in qualifications. Assessment only by
examination would suggest additionally that achievement in qualifications will be
based on effective recall and this may lead to a superficial approach to subjects by
learners themselves compared to the range of assessment styles that could be on
offer as appropriate to the different subjects.
English Language and English Literature
12. The NUT is concerned at proposals that speaking and listening should no longer
contribute to the GCSE grade and has set out its concerns in detail in its response to
the relevant Ofqual consultation. In particular, the proposals are likely in effect to
‘downgrade’ the importance of speaking and listening in the minds of learners and
‘end users’, despite the fact that employers cite the importance of strong
communication skills for entry to employment and success in the workplace.
13. The removal of Speaking and Listening from the final grade is of concern: skills in
speaking and listening are an essential part of adult life, both in the world of work
and to allow young people to become articulate and active citizens. Additionally, the
development of oral skills is key to building students’ confidence in their reading and
writing. The removal of Speaking and Listening as an integral part of the English
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-3Language GCSE will inevitably downgrade its importance, to the detriment of our
students. It also disadvantages many of our most vulnerable students, including
ethnic minority and students with English as an Additional Language.
14. It is also a matter of concern that the speaking and listening skills referred to are
limited in scope: listening is presented as a passive activity, largely related to
answering questions and feeding back on presentations, rather than as an active skill
that is crucial to shaping high quality discussion, and to testing out ideas and
concepts. There are also no references to drama or role play - imagination based
activities that allow students to extend their repertoire and to enjoy their engagement
with learning.
15. The move to an exam only linear course is an issue of serious concern for English
Language and English Literature courses, both of which are best assessed in a
variety of ways, rather than in only one. Additionally, the best and most thoughtful
responses in English often come when students have time to plan, think and reconsider, rather than when they have to write under pressure. This will tend to lead
to a stock response to texts, particularly literary texts, rather than to independent and
considered responses.
16. The introduction of an all exam-based course also removes from students the
requirement to research and work independently. This would not support students
who wished to move onto the study of English at A level. There are also concerns
that some students would study very little or no literature, if schools entered them
only for English Language.
17. The proposed use of more extended writing in exams is more welcome, as it will
discourage bite-sized, de-contextualised use of extracts.
18. The NUT agrees that English literature courses should encourage reading for
pleasure and should encompass a range of texts.
19. The NUT recognises that the concept of a ‘canon’ of English literature is one that is
fluid and open to debate. Much literary criticism over the past 40 years has been
concerned to challenge or extend the concept of the literary canon. While the NUT
supports the concept of students having access to a broad range of texts,
specifications should recognise that there is a range of writing in English beyond
Britain itself, including from Ireland, North America, and countries of the
Commonwealth and students should be encouraged to read and critically appreciate
texts from a range of cultures. Indeed this is recognised in the proposals for the
National Curriculum, but not in the scope of subject content for GCSE. The required
areas for reading seem arbitrary. Why, for example, should a 20th Century novel not
be read rather than a 19th Century one? Why should Romantic poets be specified
rather than, for example, Metaphysical poets? The NUT notes also that there is no
reference to women writers whatever.
20. The NUT is perplexed by the requirement that students should study high quality
texts including journalism, and then to prohibit ‘digital texts’. This shows a lack of
understanding of where students in the 21st century encounter texts of all kinds,
including journalism. The NUT believes GCSE English language study should
encourage students to become discriminating readers of all kinds of texts, including
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-4digital texts, so as to empower them to use digital sources and the internet effectively
and critically.
Mathematics
21. The NUT agrees that there is a particular case for differentiated assessment in
mathematics. The concept of a ‘core’ with ‘extensions’ for those students intending
to pursue STEM subjects at A level or beyond may have some merits and the NUT
looks forward to contributing to a robust Ofqual consultation on differentiated
assessment in maths which can recognise the mathematical knowledge,
understanding and skills of all learners, and which crucially will not act as a barrier or
hurdle to any learner, especially in regard to progression to future learning.
Sciences
22. The NUT believes that end of course exams replacing coursework is problematic in
relation to science, where learners should be encouraged to engage in practical
science and scientific enquiry, and should have their knowledge, skills and
understanding as applied to such practical science work recognised. The NUT
believes that coursework and controlled assessment models for practical science are
time consuming, but can have merit in developing scientific skills.
23. All students should be encouraged to develop ‘scientific literacy’ appropriate to 21st
Century life. The NUT is concerned that the specified content for separate sciences
in particular is most appropriate to that minority of students who are very able
mathematically and scientifically, and are most likely to progress to study of STEM
subjects at A level and beyond.
24. The NUT is concerned also that there must be a concerted attempt to ensure that
there is not a return to ‘gendered’ subject choices in sciences – for example with
disproportionate numbers of boys studying physics and girls studying biology.
Geography
25. The NUT believes that the presumption towards end of course assessment by
external examination is particularly problematic in relation to geography also, where
fieldwork should form an important part of the course and should be appropriately
recognised in the grade of any GCSE award made.
26. If the DfE has concerns that a coursework element cannot be sufficiently reliably
internally assessed, it should collate and publish evidence on the assessment of
geography fieldwork through internally marked coursework and should consult
separately on, and invest appropriately in, any moderation schemes or other such
measures which might be deemed necessary to ensure confidence in the
assessment of fieldwork.
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-5History
27. The NUT would welcome the introduction of an historical study investigation, and
indeed would welcome similar considerations for other subjects also.
The
presumption towards terminal assessment by examination only would make its
introduction problematic however. In particular, if the investigation does not
contribute to GCSE grades, it could prove demotivating for some students and
prevent them from benefitting fully from the possibilities such a project could offer. It
is unclear also whether and how employers and further education and training
providers will understand, value, and recognise the contribution it has made to an
individual’s development if it does not contribute to the qualification grade award.
28. The NUT believes, as with fieldwork in geography, there is a strong case for a more
detailed consideration of the role of internal assessment and an exploration of and
investment in means of ensuring its reliability and public confidence in internally
assessed elements of courses. Such a consideration could be widened to consider
coursework style elements in other subjects also. Any such consideration should
closely involve the teaching profession itself.
29. The NUT believes that the proposal to increase the study of British history to make
up 40 per cent of the course content requires careful consideration and discussion,
especially given the role of the United Kingdom in the Commonwealth, Europe and
globally, and the reality of the richness of cultures and backgrounds reflected in
British schools.
Modern Languages
30. The NUT is concerned that the demands of the content for modern language are
very high given that it is not proposed to have differentiated papers, in relation to
responding to literary texts, and in the light of the requirement to use ‘creative and
complex’ language to ‘interest, inform and convince’.
31. It is not clear what is meant by ‘relevant abridged or adapted literary texts’, and it is
important that the correct balance is maintained to ensure accessibility for all
candidates without rendering the use of texts inauthentic through adaptation or
abridging.
32. The NUT is concerned that requirements such as ‘to convey key messages
accurately and to apply grammatical knowledge of language and structures in
context’ should not herald a return to ‘negative marking’, for example for grammatical
errors, which rightly disappeared following the demise of O levels. Candidates
should receive appropriate recognition for demonstrating what they can achieve
rather than being penalised for errors.
33. The NUT is concerned particularly that the removal of differentiated assessment and
a desire to make MFL examinations more challenging will further damage the take
up of languages at key stage 4. This would be particularly inappropriate give the
links between Britain and the European Union, the Commonwealth, and within an
increasingly ‘globalised’ world.
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-6Ancient Languages
34. The NUT believes that the proposals will not contribute to altering the perception of
the study of ancient languages as an ‘elite’ and exclusive pursuit reserved mainly for
those in independent and selective state schools. In any case, any promotion of the
study of ancient languages beyond its current base would require a substantial
investment in teacher recruitment or the professional development of the existing
teaching workforce.
Conclusion
35. The NUT urges the DfE to extend the consultation period for the reform of GCSE in
order to enable the teaching profession to engage more fully on issues both of
subject content, and the more technical regulatory aspects being conducted through
the parallel Ofqual consultation.
36. It urges the DfE also to revise its plans for the introduction of new GCSEs and have
a sustainable rolling programme for reform which begins with the introduction of a
new National Curriculum at key stage 3, followed by its introduction at key stage 4
and the revision of GCSE, and the revision of A levels and post 16 qualifications in
later years. Such a reform programme would be more sustainable for schools and
would enable the DfE to properly pilot, evaluate, and publish information concerning
proposed new qualifications to ensure that they will be reliable, valid, fit for purpose,
and have the confidence of the public, employers, and education and training
providers.
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